The purpose of the current study was to examine levels of treatment acceptability associated with three frequently implemented interventions (medication, token economy with response cost, and time-out) for children with characteristics of Attention-Deficit/Hyperactivity Disorder (ADHD). An additional purpose was to investigate the influence that the professional affiliation or label (i.e., special education teacher, school psychologist, and pediatrician) of the consultant making a treatment recommendation may have on the acceptability of a proposed treatment for a child displaying characteristics of ADHD. The participants consisted of 63 members of school assistance teams recruited from southwestern school districts. Participants read a case description of a child displaying characteristics of ADHD and a treatment vignette which manipulated the type of treatment recommended and the occupational title of the consultant making the treatment recommendation. Participants then rated the acceptability of the treatments using the Abbreviated Acceptability Rating Profile. Repeated measures ANOVA revealed significant differences in treatment acceptability ratings, with medication receiving less acceptable ratings than the other treatments and that the medication treatment was considered less acceptable when recommend by a special education teacher than when recommended by either a school psychologist or a pediatrician. A statistically significant interaction was identified between the consultant recommending the treatment and the type of treatment. This study investigated whether the consultant making a treatment recommendation impacted the level to which the treatment was accepted. This is unique in that the influence of the consultant making a treatment recommendation has not previously been studied in the literature on treatment acceptability. This finding may be useful when considering the frequency in which consultants from different occupations make recommendations. Recommendations for future research in treatment acceptability are discussed.

This study compared the treatment acceptability of four social skills interventions that are commonly used with children with autism, as rated by parents of children with autism spectrum disorders, general education teachers, and special education teachers. Using the survey method and the Treatment Evaluation Inventory-Short Form, ratings of the acceptability of social stories, cognitive-behavorial programs, peer-mediated interactions, and technological devices were explored. The influence of ethnicity of respondent, age of child, and problem severity on acceptability ratings was also investigated. Major findings were as follows: (a) all four of the social skills programs were viewed as acceptable interventions; (b) treatment acceptability ratings were not influenced by group membership, ethnicity (Caucasian/Non-Caucasian), child age, and problem severity; (c) peer-mediated interactions and cognitive-behavioral programs received the highest rankings, followed by social stories and technological devices; (d) significant associations were found between group membership and the overall rankings of cognitive-behavioral programs and technological devices. Study limitations and implications for intervention are also discussed.

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Research has demonstrated the effectiveness of school-based interventions for children to use to deal with being bullied. However, the research has not looked at the effectiveness of these interventions for Latino students. These students come to school with different cultural experiences and values. In theory, treatment that is evaluated as acceptable and potentially effective is more likely to be used. This study investigates and compares the treatment acceptability ratings of White American (n=87) and Mexican descent (n=28) students for two intervention skills that are often taught in bully intervention programs: assertiveness, and seeking help from an adult. Students were taught each skill in an analog group setting and asked to rate the acceptability of each skill. Results showed that White American students had a higher acceptability rating of the assertiveness skill than the Mexican descent students. White American females rated the assertiveness skill higher than Mexican descent males, and rated the skill of seeking adult help higher than White American males. No differences in treatment acceptability were found between the groups of students for the intervention on seeking help from adults. Similar barriers to implementation were reported by both Mexican descent and White American students. Finally, no relationship was found between the Mexican descent students’ acculturation level and treatment acceptability ratings. Implications of these findings for school-based practice and research are discussed.

Mothers of ADHD children were surveyed using an on-line methodology. Respondents (n = 93) were largely well-educated and Caucasian. Their children had been diagnosed for an average of 2.7 years. Maternal attributions for their child's ADHD symptoms were examined for relationships with treatment acceptability and satisfaction with behavior modification, medication, and combined treatments. Results showed that mothers tended to view their child's symptoms as being uncontrollable, changeable, and situational. Also, mothers rated medication-based treatment options as more acceptable than behavior modification alone. Medication was rated as satisfactory by a majority of participants and as more satisfactory than behavior modification. No relationship existed between maternal attributions and treatment acceptability. Higher satisfaction with academic skills interventions was associated with lower maternal attributions of behavior stability. The opposite was true for satisfaction with medication. Overall, parents were optimistic about the future of their children’s symptoms and reported satisfaction with all treatment options.

The aim of this paper is to investigate EFL (English as a Foreign Language) students’ acceptance of teacher interventions to disruptive behavior in the classroom. As a method, qualitative research was conducted, including a collection of qualitative and quantitative data through a questionnaire, as well as a qualitative analysis. The respondents to the questionnaire were grade 7-9 students, located in the southern part of Sweden. The results indicate that the two interventions which both research and the study’s participants accepted, were Shorter recess and Quiet reprimand. Further, the interventions which research and the respondents somewhat agreed on, were Ignore, Stare, Approach and Parents/principal. Lastly, the two interventions which research and the participants disagreed on, were Stop it and Other room. There is a need for more research on students’ acceptance of interventions; therefore, we recommend future researchers to investigate it further.

Forgiveness is an essential component of relationship growth and healing, with academic, professional, and public interest in research and writing on the topic continually increasing over the past two decades. Indignation is endemic to interpersonal offense, and a key component of the forgiveness process; few, however, have written about the potentially facilitative role that it may play. Disparate conceptualizations of indignation among researchers and therapists may impede therapeutic progress, individually and interpersonally. This study presents a review of social science literature on forgiveness and a new model of the emotional response to offense that positions corrective, protective indignation on a continuum between two contrasting manifestations of destructive anger that reflect distortions in underlying views of self, other, and relationship. The study also includes the results of a statistical analysis of the Indignation and Forgiveness Scale (IFS) administered to a group of relational therapists (N = 98) gauging their professional judgment of the acceptability of indignation as a component of forgiveness as a facilitative emotion in the overall process of forgiveness. Overall, therapists expressed a strong belief in the compatibility of indignation and forgiveness. As a psychometric instrument, the IFS displayed multidimensionality, with items loading onto four subscales. Of the demographic characteristics, only the number of hours therapists' worked per week affected their views on indignation and forgiveness, with greater professional involvement leading to more favorable views of indignation in therapy for infidelity. Professional interest combined with a lack of theoretical and practical literature on these topics indicates that marriage therapists and scholars are prepared for continued research and model development on the role of constructive indignation in forgiveness.

The purpose of the current study was to examine the treatment acceptability ratings of teachers of adolescents on three different types of commonly used interventions: (a) positive verbal praise, (b) token economy with response cost and extinction, and (c) psychotropic medication. Ratings of treatment acceptability were also assessed according to type of disorder (i.e., externalizing or internalizing). The participants were 101 teachers of adolescents recruited from a midwestern public school district. Participants were asked to read two case studies presented in a counterbalanced format. One case study focused on a youth who displayed symptoms related to an internalizing disorder (Major Depressive Disorder), while the other focused on a youth who displayed symptoms of an externalizing disorder (Conduct Disorder). After each case study, participants were asked to read three treatment vignettes. Each treatment vignette described one of the three previously mentioned interventions. The participants then rated the treatment acceptability of each intervention using a modified Abbreviated Acceptability Rating Profile. A 2 x 3 repeated measures ANOVA was used to analyze the data from the measures. Statistically significant differences were found among level of intervention intrusiveness, type of disorder, as well as interaction effects between the two main variables of interest. Overall, teachers indicated they found less intrusive interventions as more acceptable than the more intrusive interventions; interventions for externalizing disorders were also rated as more acceptable than interventions targeting internalizing disorders. A noteworthy exception was the most intrusive intervention, psychotropic medication, as equally acceptable for both disorders. The current study is unique in that previous researchers have not investigated treatment acceptability of internalizing disorders or among teachers of adolescents as a population. The findings of this study may be useful for teachers of adolescents experiencing classroom difficulties with youth displaying symptoms of either Conduct Disorder or Major Depressive Disorder. Recommendations for future research are discussed as well.

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